Epistemologies in the Text of Children's Books: Native- and non-Native-authored books
Epistemologies in the Text of Children's Books: Native- and non-Native-authored books
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DOI：
10.1080/09500693.2013.823675
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发表时间：
2013-09-01
影响因子：
2.3
通讯作者：
Waxman, Sandra
中科院分区：
文献类型：
--
作者：
Dehghani, Morteza;Bang, Megan;Waxman, Sandra
对人工制品的检查提供了对创造它们的人和文化的目标，实践和方向的见解。在这里，我们分析故事书文本，文物，是许多儿童生活的一部分。我们研究了针对4-8岁儿童的书籍中的故事，对比了美国原住民作家与流行的非原住民作家产生的文本。我们特别关注与人与自然其他部分之间关系相关的内隐和外显认识论取向。与非本土作者相比，本土作者更有可能将人类和自然界的其他部分描述为心理上的亲密关系。这种模式收敛以及从行为任务中，我们探讨了本地（从城市部落间和农村社区）和非本地儿童和成人的注意生态关系的证据。我们讨论了这些差异对环境认知和科学学习的影响。
An examination of artifacts provides insights into the goals, practices, and orientations of the persons and cultures who created them. Here, we analyze storybook texts, artifacts that are a part of many children's lives. We examine the stories in books targeted for 4-8-year-old children, contrasting the texts generated by Native American authors versus popular non-Native authors. We focus specifically on the implicit and explicit epistemological orientations' associated with relations between human beings and the rest of nature. Native authors were significantly more likely than non-Native authors to describe humans and the rest of nature as psychologically close and embedded in relationships. This pattern converges well with evidence from a behavioral task in which we probed Native (from urban inter-tribal and rural communities) and non-Native children's and adults' attention to ecological relations. We discuss the implications of these differences for environmental cognition and science learning.